1. Human Development II
Chapter 14 Guidance Problems
Learning Objective: Students will analyze the
cause of behavioral problems, both
environmental and personal experience, and
effective ways of dealing with these problems.
FCS Standard: Child Development Standard 5

2. What causes behavior problems in
young children?


Some are related to the
environment and some are related
to the child themselves.
As a teacher, it is your job to
understand these causes and help
children learn how to deal with
difficult situations or emotions
properly.

3. Environmental Causes

Overstimulation: becoming
overexcited.


Causes: too many children in one area,
too many activities, special occasions.
The degree a child is affected differs
from child to child.
What to do:
Limit the number of children in an area.
 Don’t announce special occasions to early.
 Reduce the number of activities.


4. More Environmental Causes


Breaks in routine-disruption in nap
time, differences between home and
daycare or school, special occasions
that disrupt a routine.
How to help…


Balance type of activity-active vs. quiet.
Prepare a child for change in routinewhat will happen and what you expect
from them.

5. More Environmental Causes


Noise-some are more sensitive than
others, can cause a variety of
reactions-getting away from
noise, becoming physically
aggressive, withdrawing.
What to do…


Keep music and TV levels down.
Don’t yell-this will only cause a chain
reaction, and then CHAOS!!

6. Even More Environmental Causes


Waiting Time-Children are, by
nature, active most of the time. If
they have to wait too long, behavior
problems may occur. Like what??
What to do…



Manage your time wisely.
Be prepared.
Have something for them to do in the
meantime.

7. Causes of Behavioral Problems Due To
A Child’s Personal Experience

Frustration: When children feel defeated,
discouraged, or that they aren’t in control.


Can occur when the activity is too advanced,
there is no way to let out bottled up energy,
forcing children into activities, fights over toys.
What to do…




Provide a variety of activities.
Provide many of the same types of toys.
Help kids pick developmentally appropriate
activities.
Stay calm.

8. Other Personal Experiences That
Cause Behavioral Problems


Physical Problems-poor health, poor
nutrition, certain medical problems or
disease, medications, prolonged
illness.
What to do…




Don’t just assume a child is trying to be
“naughty”.
Take time to observe the child.
Talk to the parents.
Adjust for their needs accordingly.

9. Stress and Young Children

Stress: the body’s reaction to
physical or emotional danger signals.



Stress can be both positive and negative
for kids and adults.
What a child observes in adults and their
own management of stress has a major
impact on the child’s own development of
coping skills.
Inadequate daycares can be a possible
stressor for children.

10. Family Stressors


The family can buffer stress or can be a
source of stress.
A family crisis can cause major stress for
everyone involved. What are some
examples?




These situations lead to a decreased sense of
security and predictability.
Children can be irritable, have difficulty
eating, sleeping, or become clingy. This is
normal.
Being constantly active is another source of
minor stress. If the family schedule is
hectic, this can catch up with a young
child.
Reactions will differ depending on the child.

11. Effects of Stress for Young Children

Prolonged stress in early childhood can
undermine healthy brain development.


Neuroscientists believe there is a “window of
opportunity” (birth to 3 years) in which children
learn to control emotions and cope with stress.
This actually affects the development of the
brain.
When children are exposed to abuse, neglect, or
constant stress, the body releases chemicals
that impact the brain’s complex wiring.

12. Signs of Stress


Regression: showing behaviors that
were typical at earlier stages of
development. Examples: toileting
problems and thumbsucking
Other possible signs: look on pg. 226

13. Communicating With Families About
Stress

A daycare provider or teacher is in a
partnership with parents.




Ask parents to keep you informed of
changes or stressors at home.
If the provider notices changes in a
child, communicate with the parents.
The more consistency between parents
and daycare givers/teachers, the better.
Be sensitive to parents needs as well.

14. Helping Children Cope


Try to understand how the child feels.
They can’t handle stress like adults can.
Keep these things in mind..






Observe changes
Don’t criticize a child’s behavior.
Help them talk about their feelings.
Offer support, reassurance, and an affectionate
environment.
Correct misconceptions they may have about
themselves.
It’s never to early to teach coping skills.

15. Specific Problem Behaviors

Negativism: Especially evident in children
2-3 year old. They are trying to become
more independent.


What to do: Accept it, unless safety or health is
affected. Be firm and expect cooperation. Don’t
hurry the child.
Stealing: When children are under age 3,
they are not stealing. Still figuring out the
difference between mine and yours.

What to do: Don’t ask them why, just make
them return it. Have kids ask others for
permission. Minimize the opportunity for
stealing.

16. More Problem Behaviors

Anger: As a child gets older, physical
expression turns to verbal. These situations
are opportunities to help a child deal with
anger.


What to do: Provide opportunities to release the
anger, stop hurting behavior, ignore
outbursts, catch children before it gets out of
control.
Biting: Form of body language for a 2year-old.

What to do: Avoid large groups, isolate the child
temporarily, don’t allow them to bite back.

17. More Problem Behaviors

Tattling: Children will sometimes do this to
get attention. Listen, but tell them you
don’t need to be told when a child
misbehaves.


What to do: Give kids your attention to build
their self-esteem, ignore the tattling and
encourage kids to problem solve for themselves.
Exploring the Body: This begins as early as
1-year-old. Interest in their genital areas
increases with potty training and becoming
aware of sex differences.

What to do: Don’t shame or threaten a child. Tell
them that touching their private areas is not
appropriate to do in public. Speak to the child in
private.

18. More Problem Behaviors

Thumsucking: 18 months is when it reaches
it’s peak. Will usually decrease the older a
child gets and stops by 6 or 7. One way a
child may comfort themselves.


What to do: For young children, try a pacifier.
Accept and ignore thumbsucking for older
children.
Fear: Imaginary fears are outgrown, but
real fears may continue.

What to do: Accept the fear, comfort them when
they are scared, but also talk to them about their
fear, help them learn to face their fears
gradually, allow them to act out their fears